Getting lost with artifacts in teacher inquiry

This paper attends to the creation and effects of arts-based artifacts when inquiring into teacher embodiment within practices of inclusive education. Taking a postqualitative approach, we engaged in “making” data with four teacher participants, including an embodied poem, digital boards, and an affective storyboard. These artifacts reflect our conversations with participants and present portals back into them, enlivening and alerting us to the process and qualities of the inquiry. We discuss our process of getting lost with the multimodal artifacts in a way that allowed us to open up to the emergent properties of inquiry through a refusal of certainty, temporal disruptions, and an entangled emergence.